What Is the Influence of the National Science Education Standards? Reviewing the Evidence, A Workshop Summary (2003) / Chapter Skim
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8. Annotated Bibliography
8. Annotated Bibliography
Pages 127-208
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From page 127... ...
anc3 their own data pointed to the influence of the STAM as a roacimap for Bill's progression from a cliclactic to a constructivist teacher, the use of such an instrument can help novice teachers reflect on anc3 change their teaching practices.
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The researchers collected data through expert interviews, reviews of state science curriculum frameworks anc3 textbooks, telephone anc3 mail surveys, anc3 case studies of reform activities in six states. The report claims, "Project 2061 has been a major influence on the development of national science education stanclarcis anc3 on reform initiatives sponsored by the National Science Foundation, the U.S.
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. Designs for Science Literacy.
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4. Every state but Iowa, Montana, anc3 North Dakota is committed to measuring student achievement toward the stanclarcis.
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Only nine states have aligned tests in the four core subject areas at all three educational levels. States use a mixture of commercially clevelopec3, off-the-shelf stanclarclizec3 tests anc3 their own "home-grown" assessments to measure anc3 report on student achievement.
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The authors summarize what existing research tells us about the challenges involved in puffing the National Science Education Standards into wiclespreac3 practice, anc3 suggest some areas where aciclitional research "has the greatest potential for furthering the reform of science education." Most of the research cited in this article is socio-cultural in perspective anc3 qualitative in nature; the authors JO not describe the process they used in selecting these particular studies for review. Conclusions drawn from existing research include: (1)
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(2002~. Examining the Influence of National Standards: Data from the 2000 National Survey of Mathematics and Science Education.
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, 8-13. Biddle questions the fundamental premise that stanclarcis have an influence on student achievement.
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Colorado Springs, CO: Biological Sciences Curriculum Study. This was a design study for elementary school science anc3 health, supported by the National Science Foundation anc3 IBM.
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NAEP mathematics scores for New York supported these findings. Data used in this study were all collected prior to the release of the National Science Education Standards anc3 cannot be used to support the impact of these stanclarcis on student achievement.
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In the first, it highlights the findings in the six areas. The second section contains recommendations on each of these findings from state leaclers on how to more effectively implement stanclarcis-basec3 mathematics anc3 science education statewide.
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Similar gains were recorclec3 at the fourth-grace levels as well, where 25 percent of fourth-grace students scored at/above the Proficient level, an 8 percent improvement from 1992 to 2000. In science, the achievement showed much more modest gains cluring the shorter period since the introcluction of the National Science Education Standards nationally, 30 percent of gracle 8 students scored at/above the Proficient level, or a 3 percent improvement in eighth-grace proficiency levels between 1996 anc3 2000.
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Student achievement was controllec3 for prior achievement anc3 socioeconomic status. Results from the study related to science curriculum issues were as follows: · Science teachers reportec3 that some polices have a positive influence on instruction, including the following listed from most to least influence: district curriculum framework, state curriculum framework, preparation of students for the next gracle or level, anc3 state tests.
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MenIo Park, CA: SRI International. This case study looks at Louisiana's Statewide Systemic Initiative (LaSIP)
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(1994~. State Infrastructure Support for Science Education Reform.
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review science curriculum development 1958 to 1993, (2) review the National Science Education Standards from a curriculum development perspective, (3)
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Performance assessment is an alternative assessment that incorporates student writing analyzed for scientific accuracy anc3 quality of reasoning. Reform documents in science education advocate inquiry by students anc3 teaching through inquiry, but JO not explicitly state what constitutes inquiry in the classroom.
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(1995~. Systemic Reform in Mathematics and Science Education: An Urban Perspective.
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The states' visions of science education have been significantly influenced by the National Science Education Standards, which were concurrently uncler development. The researchers found that reform is uncler way in the states participating in the Systemic Initiative Program.
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committed to a ten-year partnership with four public school districts in New Jersey anc3 Pennsylvania in an effort to reach their vision of high-quality math anc3 science education where guiclec3 inquiry is an integral anc3 regular part of classroom experiences. From the beginning, the Merck Institute recognized that training for teachers wouIc3 be insufficient anc3 they wouIc3 need to employ a systemic strategy.
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The Peer Teacher Workshops, which moclel stanclarcis-basec3 pedagogy, have improved teachers' knowledge anc3 skills in inquirycenterec3 instruction. As evidence of active support from district leaclers, changes in policy, organization, anc3 assignments refiectec3 the Partnership's vision of science education.
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MenIo Park, CA: SRI International. This research sought to take a cumulative look at the extent of the professional development proviclec3 by the Statewide Systemic Initiatives in mathematics anc3 science.
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Washington, DC: Author. CCSSO, in collaboration with Policy Studies Associates anc3 a panel of experts in mathematics anc3 science education, concluctec3 a study of stanclarcis development since 1994.
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The report is not evaluative in nature anc3 floes not interpret state educational policy changes; however, the report floes provide some simple longituclinal data anc3 points out state trencis over time. Council of Chief State School Officers.
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Reform in mathematics anc3 science education requires an innovative, comprehensive, anc3 diverse portfolio of instructional materials that implement stanclarcis-basec3 reform. The goal of the IMD program is to develop instructional materials, aligned with stanclarcis for content, teaching, anc3 assessment that enhance the knowledge, thinking skills, anc3 problem-solving abilities of all students; apply the latest research on teaching anc3 learning; are content-accurate anc3 age-appropriate; incorporate the recent advances in disciplinary content anc3 educational technologies; assist teachers in changing practices; anc3 ensure implementation in broadly diverse settings.
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· Assessment of student learning must be linked to the instructional materials. · Articulation across gracle levels anc3 disciplines is essential.
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Report for the Milwaukee Public Schools. Milwaukee, VVI: University of Wisconsin-Milwaukee, Center for Mathematics anc3 Science Education Research.
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New Horizons in Mathematics and Science Education, A Magazine for Classroom Innovators.
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This report discusses Children Achieving a massive systemic reform initiative ($150 minion in support) undertaken by Philadelphia public schools.
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Carnal of Research in Science Teaching 38~2)
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(2001~. The Professional Development of Science Teachers for Science Education Reform: A Review of the Research.
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MenIo Park, CA: SRI International. This report provides a case study of the Connecticut Statewide Systemic Initiative (cadet CONNSTRUC~ from 1991-96.
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. Teaching for Excellence in Kid Science Education: Using Project 2061 Benchmarks for More Effective Science Instruction.
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Although the Follow-Through project was planned prior to the publication of the National Science Education Standards, its program anc3 design are aligned with their professional development stanclarcis. The Follow-Through project was evaluated by external evaluators using data collected from site visits cluring the VINE Summer Institutes, interviews with team members, document reviews, anc3 pre-coclec3 teacher logs.
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Milwaukee, VVI: University of Wisconsin-Milwaukee, Center for Mathematics anc3 Science Education Research. This paper reports on the evaluation of the Milwaukee Urban Systemic Initiative, which was supported by the National Science Foundation.
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This report provides useful information for evaluating the impact of the National Science Education Standards on state curriculum frameworks. The methodology of the study incluclec3: · Review of state curriculum frameworks project documents, each year cluring the four years of the study.
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Districts were only beginning to explore ways to build professional development into the structure and organization of the school day. · Much more work is needed before curriculum frameworks will be well used in a majority of districts anc3 schools.
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Researchers reviewed original proposals, continuation proposals, craft anc3 completed framework cl ocuments, anc3 available evaluation cl ocuments; reviewed state cl ata from a variety of second ary sources; anc3 concluctec3 telephone interviews with project directors, state officials, anc3 other key inclivicluals. The researchers also examined data collected by a national evaluation of NSF's Statewide Systemic Initiatives anc3 an analysis of curriculum frameworks by the Council of Chief State School Officers.
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Arlington, VA: National Science Teachers Association. This article describes the professional development program of the Ohio Statewide Systemic Initiative, including some research findings of impacts on classroom practice anc3 student achievement.
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Available evidence indicates that the implementation of KERA influenced anc3 altered teaching practices anc3 improved student achievement cluring the first clecacle but has yet to attain high achievement for all students. Keating, P
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An Evaluative Study of National Science Foa~ndation's Urban Systemic Initiatives. Study Monograph No.
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Santa Monica, CA: Rand Education. Klein, Hamilton, McCaffrey, Stecher, Robyn, anc3 Burroughs reported on the first-year results of the Mosaic study, which looked for relationships between student achievement measures anc3 teachers' responses to questionnaires concerning their teaching practices.
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MenIo Park, CA: SRI International. Laguarcla, GoIcistein, Aclelman, anc3 Zucker argue that systemic reform such as Statewide Systemic Initiatives (SSI)
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. Preface: Culture anc3 Language in Science Education: What Do We Know anc3 What Do We Need to Know?
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As diverse students in languages anc3 cultures bring to the science classroom various ways of knowing, talking, anc3 interacting that are sometimes different from those in the mainstream, it is a big challenge for teachers to unclerstanc3 all students' diversity in language anc3 cultures for successful science learning anc3 teaching. Thus, we need to give serious consideration to the research on culturally anc3 linguistically diverse students in science education.
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However, the percentage of students scoring at or above the 50th percentile in UCAN-targetec3 schools is still below the national norm of 50 percent. This study reports that U CAN supports systemic reform of mathematics, technology, anc3 science education for rural students, focusing on schools with high enrollments of American Indian anc3 Hispanic 172 WHAT IS THE INFLUENCE OF THE NSES?
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The author interprets this result as a consequence of the fact that there has been an emphasis on mathematics; there is tentative evidence of student achievement gains in U CAN schools in this area. Although the evidence for higher student achievement in UCAN schools where more than 75 percent of the teachers have implemented a stanclarcis-basec3 curriculum is clear anc3 dramatic, it is also obvious that science achievement lags behind mathematics not only in UCAN schools but also in statewide average compared to national norms.
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, 622. Lynch argues that despite the best intentions to promote equity and to close achievement gaps, the science education reform movement has failed to respond adequately to the diversity of the student population.
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The authors investigate the development anc3 progress of stanclarcis-basec3 reform in nine states anc3 25 school districts cluring 1994-95. The three elements of stanclarcis-basec3 systemic reform are: (1)
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These state stanclarcis, greatly influenced by the National Science Education Standards, gave focus anc3 impetus to the statewide initiative. Prior to the Framework of Standards, the SSI had tried multiple strategies to achieve state reform in science anc3 mathematics.
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, (2) innovative instructional materials that are specifically clesignec3 to meet ad of the National Science Education Standards (three programs)
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. All programs but one were consiclerec3 to adequately actress important life science content as clesignatec3 in the National Science Education Standards.
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Washington, DC: Author. This was a study concluctec3 by the National Center for Improving Science Education anc3 the Biological Sciences Curriculum Study, with support from the National Science Foundation, to design a framework for elementary school science.
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The report floes not pretend to be the definitive source on the current status of the states in science education; instead, the report cites the work of the American Federation Teachers in its report Making Standards Matter anc3 the Council of Chief State School Officers (CCSSO) 1997 report State Indicators of Science and Mathematics Education.
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Committee on Classroom Assessment anc3 the National Science Education Standards.
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This book is not only very comprehensive, but also is an excellent resource for anyone involved in assessment. The book recognizes the National Science Education Standards anc3 their emphasis on assessment as being a fundamental part of teaching anc3 learning.
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(1997~. Science for AII Children: A Guide to Improving Elementary Science Education in Your School District.
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The promising programs span elementary, micic3le, anc3 secondary levels in science, mathematics, technology, or interdisciplinary subjects. Each program clescription includes a general description anc3 a description of teaching anc3 assessment strategies anc3 of the alignment of the program with the framework clevelopec3 by the National Center for Improving Science Education (because the NSES were not as yet released.
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Improving Math and Science Assessment. Report on the Secretary's Third Conference on Mathematics anc3 Science Education, June 1994.
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While positive signs of improvement are beginning to emerge in Philadelphia, Porter anc3 Chester caution reaclers about seeking impact evidence from the programs prematurely, suggesting that the system is still evolving; anc3 the assessments anc3 indicators are uncler continual refinement, making it difficult to research anc3 judge true changes in instructional practice, student persistence, anc3 student achievement. Moreover, given the wide range of reform initiatives simultaneously implemented in the district, it is difficult to attribute improvements to the accountability anc3 assessment programs alone.
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This chapter presents a framework for analyzing the impact of stanclarcis on the quality of instruction anc3 examines the issues that must be aciciressec3 in order to make credible statements about the influence of stanclarcis on instruction anc3 ultimately on student achievement. A number of studies are cliscussec3 in the article, including those that have (1)
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Some of the chapters are descriptive, focusing on changes in the courses anc3 the instructors' intent behind these changes, but others include survey or interview data that either contrast students' experiences in these or other, more traditional classes, or describe the influence of these courses on student learning anc3 unclerstancling. A few chapters are focused on issues of diversity.
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(2001~. Professional Development Leadership and the Diverse Learner: Issues in Science Education.
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. The Dangerous Discourse of Invisibility: A Critique of the National Research Council's National Science Education Standards.
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Student achievement (as measured by performance on a test consisting partly of publicly released NAEP items) anc3 student affitucles toward science were positively correlated with the questionnaire's measure of stanclarcis-basec3 teaching practices.
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This makes it possible to look for associations between teaching practices, curricula, or professional development anc3 student achievement. On the one hand, the authors suggest a conceptual moclel relating curriculum anc3 achievement.
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BouIcler, CO: Social Science Education Consortium. Sheparc3, L.A.
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The Science: Parents, Activities anc3 Literature (i.e., PALs) project aimed to increase teachers' content anc3 pedagogical knowledge in order to move them towards an interactive-constuctivist moclel of teaching anc3 learning in line with the National Science Education Standards.
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The goal of the PALs project is to enable teachers to move toward an interactive-constructivist approach to teaching anc3 learning that is in line with the National Science Education Standards anc3 other reform c30cuments of recent years. This publication contains extensive discussion of constructivist practice anc3 a cletailec3 accounting of instrument development anc3 verification.
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Conversely, when school leaclership focused on the accountability system involved in Children Achieving (i.e., the Stanforc3-9 Achievement Test) , then teachers largely equated this test with the stanclarcis.
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Indicators in Science Education. Washington, DC: Council of Chief State School Officers.
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In K.G. LaGuarcla, Assessing the SSI's Impact on Student Achievement: An Imperfect Science.
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Teachers reported that the state assessments anc3 the curriculum materials proviclec3 by the state hac3 a strong influence on mathematics instruction. This is a comprehensive study based on teacher self-report information.
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(2001~. Translating Teaching Practice into Improved Student Achievement.
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Eisenhower National Clearinghouse for Mathematics anc3 Science Education. Enc Focus.
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. Estimating the Impact of Instructional Practices on Student Achievement in Science.
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The authors discuss how the relationship between everyday anc3 scientific knowledge anc3 ways of knowing has been conceptualizec3 in the field of science education research. It is important to take seriously the ideas anc3 ways of talking anc3 knowing that children from diverse communities bring to science.
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18. Madison, VVI, anc3 Washington, DC: National Institute for Science Education anc3 Council of Chief State School Officers.
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While many teachers reported support for pedagogical reform, the instructional strategies they reported using leave classroom practice far behind the vision clescribec3 in the NSES, anc3 the goal of "quality education for all" has not been reached. Implications of these findings anc3 recommendations of the research for the education system include improving teacher preparation such that teachers are grounclec3 in the content they are expected to teach; proviclec3 with moclels of effective stanclarcis-basec3 instruction; anc3 given the materials, facilities, anc3 support they need to implement such instruction.
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(1998~. A Commentary on the Profound Changes Envisioned by the National Science Education Standards.
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From page 207... ...
The following accomplishments were observed: increases in inquiry-basec3 instruction, development anc3 use of high-quality instructional materials, improved professional development, stanclarcis-basec3 state curriculum policies, assessments aligned with curriculum, improved student achievement, aciclitional funding sources anc3 mobilized stakehoIclers, anc3 more highly clevelopec3 leadership pools.
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The data for this study came from data sets collected for prior investigations of State Systemic Initiatives anc3 evaluations of the Dwight D Eisenhower Mathematics anc3 Science Education Curriculum Framework Projects.
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